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University Master's degree in Academic Staff of Secondary Education and High School, Vocational Training and Language teaching

Objectives & career options

General objectives

Article 9 of Royal Decree 1834/2008 of 8th November defining the training necessary for professional practice as a teacher in compulsory and post-compulsory secondary education, vocational training and specialist subject education and establishing secondary education teaching specialisations, indicates thatIn order to undertake professional practice as a teacher in compulsory and post-compulsory secondary education, vocational training and foreign language education, it is necessary to hold an officially recognised Master’s Degree accrediting teacher training”. 

Accordingly, the fundamental objective of this Master’s Degree course is to provide students with an advanced training in teaching aimed at professional practice, which will equip students for professional practice in compulsory and post-compulsory secondary education, vocational training and specialist subject education.

On the basis of this fundamental objective, it has been deemed necessary to programme a series of general objectives which contribute to attaining the aforementioned teacher training

  • General understanding of psychopedagogy:  student characteristics, educational psychology, teaching plans, techniques and resources, conflict resolution, classroom work, assessment methods and tools, etc.
  • An understanding of the school context: the educational system, organisation and operation of centres, components of the curriculum, etc.
  • An understanding of the context and its educational function: rights and obligations, social skills, family guidance, etc.
  • An understanding of the discipline taught, adapted to the characteristics of the educational level at which the teaching is given.
  • Training in teaching methods specific to the discipline in question: subject curriculum, learning difficulties, design of teaching units, use of educational resources specific to the subject, etc.
  • Training in teaching innovation and introduction to educational research, based on innovation projects.
  • A practical understanding of teaching activity: immersion in the life of a school, meeting and getting to know students in the classroom, observation of experienced teachers, participation in departmental tasks, design and experience of teaching units in the classroom, application and analysis of assessment procedures, self evaluation of teaching practices.

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Structure 

 

Structure of the Master’s Degree: credits and subject groups

 

Subject type

Credits

Compulsory (OB)

44

Work exprience

10

Master’s final project (OB)

 6

TOTAL CREDITS

60

 

Distribution of subjects by module

 

SEMESTER 1

SEMESTER 2

SUBJECT

TYPE

ECTS

SUBJECT

TYPE

ECTS

CORE MODULE

CURRICULUM DESIGN AND ADAPTATION

OB

5

SOCIETY, FAMILY AND EDUCATION

OB

3

LEARNING AND DEVELOPMENT IN ADOLESCENCE

OB

3

LEARNING DIFFICULTIES AND DEVELOPMENT IN ADOLESCENCE

OB

3

SPECIFIC MODULE

BIOLOGY AND GEOLOGY

TEACHING BIOLOGY AND GEOLOGY I: BASIC ASPECTS

OB

9

FURTHER BIOLOGY (for those students who have insufficient training in Biology) 

OB

6

FURTHER GEOLOGY (for those students who have insufficient training in Geology)

BIOLOGY AND GEOLOGY IN CONTEXT  (for all students taking this specialisation)

Students may choose, subject to their tutor’s consent, one of the two first subjects, whilst the third is compulsory.

OB

3

TEACHING BIOLOGY AND GEOLOGY II: PLANNING, IMPLEMENTATION AND ASSESSMENT OF TEACHING UNITS

OB

6

INTRODUCTION TO INNOVATION AND RESEARCH IN BIOLOGY AND GEOLOGY TEACHING

OB

6

SPECIFIC MODULE

TRAINING CYCLES (SECONDARY SCHOOL TEACHER)

LEARNING MODULES IN TRAINING CYCLES FOR VOCATIONAL TRAINING OF SECONDARY SCHOOL TEACHERS

OB

7.5

CAREERS ADVICE IN SECONDARY EDUCATION.  TRAINING CYCLES. SECONDARY SCHOOL TEACHERS

OB

6

VOCATIONAL TRAINING IN SPAIN.

OB

3

DIDACTICS OF TRAINING CYCLES IN VOCATIONAL TRAINING (FOR SECONDARY SCHOOL TEACHERS)

OB

7.5

TEACHING RESEARCH AND INNOVATION IN TRAINING CYCLES.  SECONDARY SCHOOL TEACHERS.

OB

6

SPECIFIC MODULE

TRAINING CYCLES (SPECIALISED VOCATIONAL TRAINING TEACHERS)

LEARNING MODULES IN TRAINING CYCLES FOR VOCATIONAL TRAINING OF SPECIALISED VOCATIONAL TRAINING TEACHERS

OB

7.5

CAREERS ADVICE IN SECONDARY EDUCATION.  TRAINING CYCLES. SPECIALISED VOCATIONAL TRAINING  TEACHERS

OB

6

SECONDARY EDUCATION RESEARCH. TRAINING CYCLES. SPECIALISED VOCATIONAL TRAINING  TEACHERS

OB

3

DIDACTICS OF TRAINING CYCLES IN VOCATIONAL TRAINING (FOR SPECIALISED VOCATIONAL TRAINING TEACHERS )

OB

7.5

TEACHING INNOVATION IN TRAINING CYCLES. SPECIALISED VOCATIONAL TRAINING TEACHERS

OB

3

VOCATIONAL TRAINING IN SPAIN

OB

3

SPECIFIC MODULE

CIVIL CONSTRUCTION, BUILDING AND TECHNICAL DRAWING

TEACHING AND LEARNING TECHNICAL DRAWING

OB

15

APPLYING TEACHING TECHNIQUES FOR CIVIL CONSTRUCTION, BUILDING AND TECHNICAL DRAWING TEACHERS

OB

9

TEACHING INNOVATION, ICTS AND EDUCATIONAL RESEARCH IN ARTS EDUCATION

OB

6

SPECIFIC MODULE

ECONOMICS

TEACHING AND LEARNING ECONOMICS IN COMPULSORY AND POST-COMPULSORY SECONDARY EDUCATION

OB

9

ECONOMICS

OB

9

LEARNING ECONOMICS IN SECONDARY EDUCATION

OB

6

TEACHING INNOVATION AND EDUCATIONAL RESEARCH IN ECONOMICS TEACHING

OB

6

SPECIFIC MODULE

PHYSICAL EDUCATION AND SPORT

TEACHING PHYSICAL EDUCATION AND SPORT I

OB

7.5

BASICS OF EDUCATION IN PHYSICAL EDUCATION AND SPORT

OB

9

TEACHING PHYSICAL EDUCATION AND SPORT II

OB

7.5

INTRODUCTION TO INNOVATION AND RESEARCH IN PHYSICAL EDUCATION AND SPORT TEACHING

OB

6

SPECIFIC MODULE

PHYSICS AND CHEMISTRY

TEACHING PHYSICS AND CHEMISTRY I: BASIC ASPECTS

OB

9

FURTHER PHYSICS (for those students who have insufficient training in Physics)

OB

6

FURTHER CHEMISTRY (for those students who have insufficient training in Chemistry)

PHYSICS AND CHEMISTRY IN CONTEXT

(for all students taking this specialisation)

 

Students may choose, subject to their tutor’s consent, one of the two first subjects, whilst the third is compulsory.

OB

3

TEACHING PHYSICS AND CHEMISTRY II: PLANNING, IMPLEMENTATION AND ASSESSMENT OF TEACHING UNITS

OB

6

INTRODUCTION TO INNOVATION AND RESEARCH IN PHYSICS AND CHEMISTRY TEACHING

OB

6

SPECIFIC MODULE

CAREERS TRAINING AND ADVICE

CAREERS ADVICE IN SECONDARY EDUCATION. CAREERS TRAINING AND ADVICE

OB

9

PRINCIPLES OF BUSINESS ECONOMICS AND ORGANISATION

OB

3

RESEARCH IN SECONDARY EDUCATION.  CAREERS TRAINING AND ADVICE

OB

3

TRAINING AND DIVERSITY AWARENESS IN SECONDARY EDUCATION.  CAREERS TRAINING AND ADVICE

OB

6

LABOUR RELATIONS

OB

6

TEACHING INNOVATION IN CAREERS TRAINING AND ADVICE

OB

3

SPECIFIC MODULE

GEOGRAPHY AND HISTORY

TEACHING SOCIAL SCIENCES: GEOGRAPHY

OB

7.5

GEOGRAPHY IN SECONDARY SCHOOL TEACHING

OB

3

HISTORY AND ORIGINS OF THE MODERN ERA

OB

3

FURTHER EDUCATION FOR TEACHING CONTEMPORARY HISTORY AND HISTORY OF ART IN COMPULSORY AND POST-COMPULSORY SECONDARY EDUCATION.

OB

3

TEACHING SOCIAL SCIENCES: HISTORY, HISTORY OF ART AND CITIZENSHIP EDUCATION

OB

7.5

INTRODUCTION TO INNOVATION AND RESEARCH IN THE SOCIAL SCIENCES: GEOGRAPHY

OB

3

INNOVATION AND RESEARCH IN THE SOCIAL SCIENCES: HISTORY, HISTORY OF ART AND CITIZENSHIP EDUCATION

OB

3

SPECIFIC MODULE

COMPUTER SCIENCE

TEACHING AND LEARNING COMPUTER SCIENCE

OB

15

FURTHER EDUCATION IN THE DISCIPLINARY FIELD: COMPUTER SCIENCE

OB

9

INNOVATION AND RESEARCH IN COMPUTER SCIENCE TEACHING

OB

6

SPECIFIC MODULE

FOREIGN LANGUAGE: FRENCH

TEACHING AND LEARNING FRENCH AS A FOREIGN LANGUAGE

OB

15

FURTHER EDUCATION FOR TEACHING FRENCH AS A FOREIGN LANGUAGE

OB

9

TEACHING INNOVATION AND INTRODUCTION TO RESEARCH IN TEACHING AND LEARNING FRENCH AS A FOREIGN LANGUAGE

OB

6

SPECIFIC MODULE

FOREIGN LANGUAGE: ENGLISH

TEACHING ENGLISH LANGUAGE AND LITERATURE AS A FOREIGN LANGUAGE

OB

15

LINGUISTICS APPLIED TO TEACHING AND LEARNING ENGLISH AS A FOREIGN LANGUAGE

OB

9

RESEARCH, INNOVATION AND ICT IN TEACHING ENGLISH AS A FOREIGN LANGUAGE

OB

6

SPECIFIC MODULE

CATALAN (VALENCIAN) LANGUAGE AND LITERATURE

TEACHING VALENCIAN: LANGUAGE AND LITERATURE I

OB

9

FURTHER EDUCATION IN THE DISCIPLINARY FIELD OF VALENCIAN: LANGUAGE AND LITERATURE

OB

9

TEACHING VALENCIAN: LANGUAGE AND LITERATURE II

OB

6

TEACHING INNOVATION AND INTRODUCTION TO EDUCATIONAL RESEARCH IN VALENCIAN: LANGUAGE AND LITERATURE

OB

6

SPECIFIC MODULE

SPANISH LANGUAGE AND LITERATURE

TEACHING LANGUAGE AND LITERATURE (SPANISH) IN COMPULSORY AND POST-COMPULSORY SECONDARY EDUCATION

OB

9

SPANISH LANGUAGE AND LITERATURE IN THE SECONDARY SCHOOL CURRICULUM

OB

9

LITERARY TRAINING IN COMPULSORY AND POST-COMPULSORY SECONDARY EDUCATION

OB

6

RESEARCH, INNOVATION AND THE USE OF ICT IN LANGUAGE AND LITERATURE TEACHING

OB

6

SPECIFIC MODULE

MATHEMATICS

TEACHING MATHEMATICS IN SECONDARY EDUCATION

OB

5

FURTHER EDUCATION IN MATHEMATICS

OB

9

LEARNING MATHEMATICS IN SECONDARY EDUCATION

OB

5

TEACHING APPROACHES TO PROBLEM-SOLVING IN MATHEMATICS

OB

5

INNOVATION AND EDUCATIONAL RESEARCH IN MATHEMATICS TEACHING

OB

6

SPECIFIC MODULE

MUSIC

TEACHING MUSICAL EXPRESSION

OB

5

MUSIC IN SECONDARY EDUCATION

OB

9

TEACHING WORLD MUSIC

OB

5

BODY PERCUSSION AND MULTIPLE INTELLIGENCES

OB

5

TEACHING INNOVATION AND EDUCATIONAL RESEARCH (MUSIC)

OB

6

SPECIFIC MODULE

EDUCATION GUIDANCE

GUIDANCE SYSTEMS IN THE CONTEXT OF SCHOOLS

OB

5

PREPARATION AND EVALUATION OF PLANS AND PROGRAMS

OB

6

LEARNING AND ACADEMIC PERFORMANCE. PROCESSES AND FACTORS

OB

6

ATTENTION TO DIVERSITY IN SCHOOLS

OB

 

6

ADVICE AND INTERVENTION IN SCHOOLS

OB

6

RESEARCH AND INNOVATION IN EDUCATION

OB

6

ASSESSMENT AND PHYCOPEDAGY DIAGNOSIS 

OB

6

     

COMPANY, FAMILY AND SCHOOL

OB

6

     

SPECIFIC MODULE

HEALTH PROCESSES

CAREERS ADVICE IN SECONDARY EDUCATION.  HEALTH PROCESSES

OB

5

HEALTH AND WELFARE PROCEDURES I

OB

4.5

DIVERSITY AWARENESS AND HEALTH IN SECONDARY EDUCATION.  HEALTH PROCESSES

OB

5

HEALTH AND WELFARE PROCEDURES II

OB

4.5

SECONDARY EDUCATION.  HEALTH PROCESSES

OB

5

SECONDARY EDUCATION RESEARCH.  HEALTH PROCESSES

OB

3

TEACHING INNOVATION IN HEALTH PROCESSES

OB

3

SPECIFIC MODULE

TECHNOLOGY

TEACHING TECHNOLOGY I:BASIC ASPECTS

OB

9

MECHANICS, MECHANISMS AND MACHINES

OB

4.5

ELECTRICITY, ELECTROTECHNOLOGY AND ELECTRONICS

OB

4.5

TEACHING TECHNOLOGY II: PLANNING, IMPLEMENTATION AND ASSESSMENT OF TEACHING UNITS

OB

6

INTRODUCTION TO INNOVATION AND RESEARCH IN TECHNOLOGY TEACHING

OB

6

WORK EXPERIENCE MODULE

WORK EXPERIENCE 1A

OP

4

WORK EXPERIENCE 2

OB

6

WORK EXPERIENCE 1B

OP

4

MASTER’S DEGREE FINAL PROJECT

OB

6

 

 

General course programme

 

This course programme is based on the current legislation - Resolution of December  17th 2007, Order ECI/3858/2007 of the 27th  December and Royal Decree 1834/2008 of November 8th , and in particular, on Order ECI/3858/2007 of December 27th (Official State Gazette (BOE) no. 312 of December 27th) - which establishes the prequisites for authorisation of the official university qualifications giving the holder qualified teaching status for Post-Compulsory Secondary Education Teacher, Vocational Training Teacher, and Foreign Language Teacher. Accordingly, the present Course Programme is structured around three modules which, in turn, consist of various subjects, the final distribution of which is given in the table below:

 

MODULES

ECTS

BLOCKS

ECTS

A. Generic module

14

LEARNING AND PERSONALITY DEVELOPMENT

6

EDUCATIONAL PROCESSES AND CONTEXTS

5

SOCIETY, FAMILY AND EDUCATION

3

B. Specific module

30

FURTHER EDUCATION IN THE DISCIPLINARY FIELD

9

TEACHING AND LEARNING OF THE CORRESPONDING SUBJECT MATTER

15

TEACHING INNOVATION AND INTRODUCTION TO EDUCATIONAL RESEARCH

6

B. Work Experience module

16

WORK EXPERIENCE IN THE SPECIALISATION, INCLUDING THE MASTER’S DEGREE FINAL PROJECT

16

TOTAL

60

 

The Order cited above establishes 52 of the 60 credits which comprise a Master’s Degree.  In order to provide the remaining credits, as given in the table above, it has been necessary to identify and develop those aspects relating to the intial training of teachers which are considered  most importnt, and these are included in the corresponding modules.  We have chosen a course programme structure based on the coordination of all corresponding subject matter with the aim of providing coherence within the programme.  To achieve this, three core aspects have been identified, which focus on the three main areas of teaching.  These aspects also serve as organisational elements for both raising and responding to questions and solving practical professional problems:

  • 1st Core aspect: To what end and why do we teach? How do students learn? How to tutor and advise students? How to relate to students’ families?
  • 2nd Core aspect: What to teach? How to teach? How to conduct research and devise innovative teaching methods? 
  • 3rd Core aspect: How to develop and assess teaching?

The three aforementioned structural cores serve to organise and provide coherence to the different subjects covered in the Master’s Degree and to the sequence in which these are taught, in order to achieve a balanced distribution of the workload throughout the course.

In this Master’s Degree, a generalised training in educational psychopedagogy has been structured around four main aspects of interest: Teaching Staff, Educational Centre, Students and Curriculum.

Specific training is organised into the following areas:

  • Curricular analysis of subject areas,
  • Learning and learning difficulties in the subject area,
  • Teaching and learning strategies and resources,
  • Assessment, innovation and educational research in the subject area.

As regards Teaching Practice , considered one of the key elements in any initial training course, and in the present course programme, it is considered to be a fundamental element bringing theory and practice together, it has been decided to offer this in two sequential stages: a first stage of immersion-planning, and a second of planning-intervention.

Each of the defined teaching specialisations is determined by the sum of subjects in the core module, together with the subjects covered in the corresponding specific module and the /Teaching Practice  module.

 

 

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Distinctive Features

El Máster de Profesor en Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanza de Idiomas es un requisito necesario para las personas que, habiendo terminado una licenciatura, grado o diplomatura, quieran acceder a la docencia en los niveles de Secundaria, Bachillerato y Formación Profesional.  En este sentido, el objetivo fundamental de este Máster profesionalizante es el de ofrecer la formación pedagógica y didáctica exigida por la normativa vigente de acuerdo con la Ley Orgánica 2/2006, de Educación (BOE de 4 de mayo), y cumplir el requisito imprescindible para el ingreso en los Cuerpos de Profesores habilitados en España ya señalados (Educación Secundaria y Bachillerato, Formación Profesional y Enseñanza de Idiomas).

Las metodologías utilizadas en las distintas asignaturas que componen el Máster pueden resumirse en la combinación del aprendizaje guiado; autónomo del alumnado; aprendizaje colaborativo; basado en problemas entre otras con la intencionalidad de crear dinámicas de estudio diverso, en donde el docente adopta un rol de guía en los aprendizajes del estudiante que ha de resolverse mediante el trabajo y la implementación de diferentes competencias. Se pretende así que el estudiante puede indagar sobre la base de situaciones diversas, susceptibles de producirse en la vida real de un centro educativo.

Las actividades se conciben como procesos de aprendizaje a los que se asigna una carga lectiva determinada (expresada en ECTS) y un periodo de desarrollo concreto que se estima adecuado para alcanzar los objetivos esperados. Este enfoque permite graduar el trabajo del estudiante, enfatiza la consecución progresiva de los objetivos pretendidos en cada caso y permite obtener evidencias parciales de cómo está siendo su proceso de aprendizaje.

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Resources and Facilities

Instalaciones de la Facultad de Educación

La Facultad está compuesta por tres departamentos que cuentan con más de 250 profesores adscritos. Las instalaciones de reciente construcción están equipadas con las tecnologías y equipamientos más modernos (https://web.ua.es/es/vr-campus/infraestructuras-medioambiente/documentos/fichas-edificios-del-campus/702-facultad-de-educacion.pdf). La accesibilidad de los espacios (aulas, despachos, salas, talleres, biblioteca, etc.) permite a las personas con movilidad reducida el desplazamiento autónomo por todas las dependencias de la Facultad y de los departamentos que imparten docencia en la titulación.

Aulas

La Facultad cuenta con 28 aulas con una capacidad de 50 a 90 plazas. Todas ellas están equipadas con pizarra, pantalla de proyección extensible, videoproyector, ordenador, altavoces y panel de conexión a la red informática. Además, las aulas poseen mobiliario móvil que permite la distribución flexible de las aulas para desarrollar dinámicas cooperativas e interactivas.

Salas de informática, laboratorios y aulas didácticas

La Facultad de Educación dispone de cinco aulas de informática con 25 ordenadores cada una de ellas conectados a la red informática y equipada con todos los recursos informáticos y de trabajo (proyector, altavoces, pizarra blanca, mobiliario móvil, etc.) para el desarrollo de prácticas de laboratorio.

Asimismo, cuenta con dos laboratorios, un aula didáctica de música y otra de plástica, dotadas con los materiales y recursos necesarios para las asignaturas que así lo requieren.

Aula polivalente

La sala multiusos polivalente de la Facultad, ubicada en la primera planta, cuenta con una superficie de 448,76m2 con una capacidad para 144 personas. Esta sala tiene un uso de aula de teoría para diversas asignaturas, así como para la realización de talleres y cursos que oferta la Universidad de Alicante. La sala polivalente está dotada de una pizarra portátil así como de un equipo multimedia y una pantalla de proyección extensible.

Salas de trabajo y estudio

Se dispone de cinco salas de trabajo con 8 puestos, 7 ordenadores de libre acceso conectados a la red informática, y una sala de estudio con 175 puestos (Biblioteca).

Seminarios y talleres

Se dispone de dos seminarios didácticos para la realización de cursos de doctorado, asignaturas optativas y seminarios de clases prácticas. Asimismo, existen cinco seminarios departamentales en los que se desarrollan reuniones de coordinación y gestión académica.

Los siete talleres que cuenta la Facultad son aulas específicas de mayor tamaño para el desarrollo de las asignaturas.

La Facultad dispone también la sala Eliseo Gómez y la sala Rafael de Vera utilizadas principalmente para actos de defensa de tesis y reuniones académicas.

Biblioteca

La biblioteca de educación se encuentra ubicada en la segunda planta del edificio y cuenta con una superficie de 1132 m2, 175 puestos, 5 salas de trabajos en grupo y 7 puestos informáticos. La biblioteca cuenta con los recursos necesarios para cubrir las diferentes especialidades impartidas en la Facultad de Educación y que conforman su colección bibliográfica, con más de 50.000 libros, revistas en papel especializadas, materiales especiales y acceso a todos los recursos electrónicos de la biblioteca universitaria.

Salón de actos

La Facultad de Educación dispone de un Salón de Actos ubicado en la planta baja del edificio, cuenta con una superficie de 236,60m2, con capacidad para 325 personas, estructurado en dos plantas. El salón cuenta con 9 filas con 147 butacas y 4 espacios accesibles para personas con discapacidad motora y 9 filas con 128 butacas en grada escalonada en la planta baja, así como 4 filas con 50 butacas en grada escalonada en la primera planta. Dotado de un equipo multimedia y proyector, alberga numerosos actos de la Facultad, así como de la comunidad universitaria en general.

Otras dependencias

Existen espacios destinados a los responsables académicos y de gestión del programa formativo. Así, el decanato y la secretaría de la Facultad de educación se ubican en la planta baja del edificio. Además, se ha habilitado un espacio para las reuniones de los representantes y la delegación de estudiantes.

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Further Education

After completing an official Master's degree, students can take a PhD degree or third-cycle university studies, related to the Master's degree they have completed or to related areas. A list with all PhD degrees offered by the University of Alicante at:

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Career Opportunities

Focus

Professional

Master’s degree course professional profiles

The main objective of the Master’s Degree is to enable students to acquire the professional skills necessary for the teaching profession, in line with the commonly accepted criteria and in compliance with current legislation.

Within the framework of the design of this Master’s degree, it was considered that initial training should provide future teachers with the theoretical knowledge, practical skills, attitudes, interaction with colleagues  and teaching practice necessary to provide the basis for further professional development.  Indeed, life-long professional development is greatly influenced by the initial training received.

In this respect, the course programme is primarily aimed at producing teaching professionals, although the importance of undertaking educational research has not been overlooked.  Thus, the role of research in the professional development of teachers is emphasised through the teaching practice.

It is necessary for  teacher training to stress the teacher’s role as mediator between personal and social development and learning, encouraging the personal, scientific and cultural education of students as citizens able to participate, exercise their rights and fulfill their obligations in a democratic society.

The aims of  of  the Master’s Degree programme are as follows:

  • To encourage the development of a holistic and analytical approach to the educational, social, cultural and environmental problems of our times.
  • To foster a positive, critical attitude to professional identity.
  • To encourage collaboration with other professionals within the educational context.
  • To foster the use of research processes within the classroom as the basis for professional develoment.
  • To provide a suitable cultural, personal, ethical and social training for teaching adolescents .
  • To encourage an understanding of the relationships between learning models, the school context and the teaching approaches used in professional practice.
  • To foster  recognition, understanding and awareness of student diversity, based on their level of development,family background as well as  the social and cultural contexts.

Achieving these objectives will enable future teachers to gain the required professionalskills for their  vocation.  Completion of this training programme also results in the progressive acquisition of educational skills, together with skills associated with the overall teaching and learning processes.

Professional Profile

Professions for which the degree qualifies its holder

Compulsory and Post-Compulsory Secondary Education Teacher, Vocational Training Teacher, Foreign Language Teacher, Arts or Sports Teacher.

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Scholarships and Funding

 

Information on existing scholarships and grants to study university degrees is available here:

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University Life

Further information on our campus and the activities and resources available, organised by or related to the UA:

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